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Section one: The fundamentals 

A)

Exercise 1: Notebook Prompt 

Many of you are likely familiar with the concept of “ability inequity,” which the authors of this article define as “an unjust or unfair  (a) ‘distribution of access to and protection from abilities generated through human interventions’ or (b) ‘judgment of abilities intrinsic to biological structures such as the human body’.”

However, they go on to identify the following “ability concepts” that are less familiar:

1) ability security (one is able to live a decent life with whatever set of abilities one has)

2) ability identity security (to be able to be at ease with ones abilities)

How prevalent are these forms of security among disabled people you know? Or, if you identify as a disabled person, would you say your social surroundings and community foster and support these kinds of security? Furthermore, while the focus of the article is on Kinesiology programs, it is also important to reflect on how academia in general accommodates for disability. If you feel comfortable answering this question, what has been your experience of postsecondary education to date?

-OR-

The authors also observe that “Ableism not only intersects with other forms of oppression, such as racism, sexism, ageism, and classism, but abilities are often used to justify such negative ‘isms’.”

What do you think this means? Provide an example.

The statement that “Ableism not only intersects with other forms of oppression, such as racism, sexism, ageism, and classism, but abilities are often used to justify such negative ‘isms'” means that society often values certain abilities while devaluing others, reinforcing discrimination.

For example, classism and ableism intersect when high-paying jobs prioritize physical and cognitive abilities, disadvantaging people with disabilities, especially those from lower socioeconomic backgrounds. Similarly, racism and ableism intersect when assumptions about abilities reinforce racist stereotypes, leading to further marginalization.

In the context of sexism, physical strength is often valued over other abilities, leading to the exclusion of women and nonbinary people from physically demanding jobs, despite adaptive tools that could make such roles more accessible.

Exercise 2: Implicit Bias Test 

Did anything surprise you about the results of the test? Please share if you’re comfortable OR comment on the usefulness of these kinds of tests more generally.

Tests like these can be insightful because they encourage self-reflection and raise awareness about biases or perspectives that we might not consciously acknowledge. However, they also have limitations—they might oversimplify complex issues or fail to capture the full context of an individual’s experiences and beliefs.

Some people find the results surprising because they reveal implicit biases or assumptions they weren’t aware of, while others might feel the test doesn’t accurately reflect their values or lived experiences. It’s important to approach these tests as tools for reflection rather than definitive judgments.

B) Keywords

Exercise 3:

Add the keyword you contributed to padlet and briefly (50 words max) explain its importance to you.

Understanding the medical model of disability is important because it shapes healthcare, policy, and social attitudes, often prioritizing “fixing” impairments over addressing systemic barriers. Recognizing its limitations encourages a shift toward the social model, which advocates for accessibility, inclusion, and dismantling societal obstacles that disable individuals, rather than blaming their impairments.

B) On Disability

Exercise 4:  Complete the Activities

Exercise 5: Notebook Prompt 

What do Fitzgerald and Long identify as barriers to inclusion and how might these apply to sport in particular?

 

C) Inclusion, Integration, Separation

Exercise 6: Complete the Activities 

Exercise 7: Notebook Prompt

Choose ONE of the three questions Fitzgerald and Long argue disability sport needs to address and record your thoughts in your Notebook. 

  1. Should sport be grouped by ability or disability?
  2. Is sport for participation or competition?
  3. Should sport competitions be integrated?

Fitzgerald and Long argue that grouping sport by ability or disability often reinforces ableist ideologies by upholding normative standards of physical performance and implicitly valuing able-bodiedness. While ability-based grouping appears meritocratic, it often fails to account for the complex social, cultural, and structural factors that shape athletic participation and performance.

They critique how ability-based sport classification can inadvertently marginalize disabled athletes by suggesting that their athletic potential is inherently inferior or incompatible with mainstream sports. This can perpetuate exclusion and limit opportunities for disabled individuals to participate in diverse sporting contexts. Additionally, classification systems often fail to consider the intersectionality of disability with other social identities, such as race, gender, and socioeconomic status, further compounding inequalities.

Fitzgerald and Long advocate for more inclusive frameworks that go beyond rigid ability groupings and instead challenge dominant conceptions of athleticism and physical competence. This approach emphasizes the importance of creating sporting environments that celebrate diverse abilities rather than segregating athletes based on perceived deficits.

They also emphasize the need to question why certain physical abilities are prioritized in sport while others are devalued. This critical perspective encourages a broader understanding of athleticism that is less about conforming to able-bodied standards and more about fostering participation, inclusion, and respect for diverse capabilities.

Part Two: Making Connections

A) Gender, Sport and Disability

Exercise 8: Complete the Activity

The paradox that sportswomen habitually face (as the authors observe, this isn’t confined to disabled sportswomen) involves the expectation they will be successful in a ‘masculine’ environment while complying with femininity norms in order to be recognized as a woman.

True or false? 

Take a moment to reflect on this paradox below (optional).

B) Masculinity, Disability, and Murderball

Exercise 9: Notebook/Padlet Prompt

Watch the film, Murderball and respond to the question in the padlet below (you will have an opportunity to return to the film at the end of this module).

The authors of “Cripping Sport and Physical Activity: An Intersectional Approach to Gender and Disability” observe that the “gendered performance of the wheelchair rugby players can…be interpreted as a form of resistance to marginalized masculinity” (332) but also point out that it may reinforce “ableist norms of masculinity.” After viewing the film, which argument do you agree with?

a) Murderball celebrates a kind of resistance to marginalized masculinity

b) Murderball reinforces ableist norms of masculinity
c) Murderball does neither of these things
d) Murderball does both of these things
Explain why in your notebook:

I would argue that Murderball does both of these things because the film simultaneously challenges and reinforces traditional masculine ideals through its portrayal of wheelchair rugby players.

On one hand, Murderball resists marginalized masculinity by showcasing the athletes’ strength, competitiveness, and resilience, challenging stereotypes that disabled men are inherently weak or passive. The players’ intense training, aggressive gameplay, and dedication to the sport position them as strong, determined athletes rather than as pitiable or helpless figures.

On the other hand, the film also reinforces ableist norms of masculinity by emphasizing physical dominance and toughness as markers of masculinity. The athletes often adopt hypermasculine attitudes, which may inadvertently suggest that proving one’s worth through physical strength and aggression is necessary to counter the stigma associated with disability. This reinforces a narrow, ableist conception of masculinity that values physical power and competitiveness above other traits.

The dual nature of the film’s portrayal highlights the tension between resisting stigma and reinforcing harmful norms, demonstrating how representations of disability in sport can simultaneously empower and constrain.

Section Three: Taking a Shot

A) Resistance

B) Calling out Supercrip

Exercise 10: Mini Assignment (worth 5% in addition to the module grade)

1) Do you agree with the critique of the “supercrip” narrative in this video? Why or why not? Find an example of the “supercrip” Paralympian in the 2024 Paris Paralympics or Special Olympics coverage and explain how it works. 

The “supercrip” narrative often portrays disabled athletes as inspirational solely for “overcoming” their impairments, which can overshadow their athletic prowess and reinforce ableist perspectives. This narrative typically focuses on the athlete’s disability and the personal struggle to overcome it, rather than their competitive abilities and achievements. An example of this can be seen in the media coverage of Alexa Leary, an Australian Paralympic swimmer, during the 2024 Paris Paralympics. After winning two gold medals and one silver, much of the media coverage centered on her recovery from a severe bicycle accident in 2021, which resulted in a traumatic brain injury. These stories highlighted her “remarkable journey” to success, framing her athletic achievements as a triumph over adversity.

While Leary’s resilience is undeniably commendable, this focus on her personal adversity aligns with the “supercrip” trope by centering the narrative on her disability and recovery instead of her athletic skill and dedication. The emphasis on overcoming physical limitations inadvertently suggests that the value of disabled athletes lies primarily in their ability to “defeat” disability, rather than celebrating them as elite athletes in their own right. This portrayal can diminish the recognition of their hard work, strategy, and talent as athletes.

This example illustrates the need for media representations that focus on the sporting excellence of Paralympians without reducing their stories to narratives of personal triumph over disability. By emphasizing their achievements as athletes rather than framing them solely as inspirational figures overcoming challenges, we can shift the focus from ableist narratives to a celebration of their skills and competitive spirit. Such an approach would help to recognize disabled athletes for their true athleticism, rather than for their ability to conform to narrow ideals of success.

2) Does the film Murderball play into the supercrip narrative in your opinion? How does gender inform supercrip  (read this blog for some ideas)?

(300 words for each response)

The film Murderball does play into the supercrip narrative to a significant extent. The supercrip trope frames disabled individuals as inspirational for “overcoming” their impairments, often portraying their achievements as extraordinary despite their disability. In Murderball, this narrative manifests through the depiction of wheelchair rugby athletes as resilient, tough, and determined to reclaim their masculinity despite spinal cord injuries. While the film challenges stereotypes of disabled people as weak or passive, it simultaneously reinforces the notion that disabled athletes must exhibit hypermasculine traits to be considered valuable or admirable.

One way Murderball perpetuates the supercrip narrative is by emphasizing the athletes’ intense dedication and physicality as proof that they have “overcome” disability. Instead of celebrating their achievements purely as elite athletes, the film often frames their success as a triumph over personal adversity. This focus aligns with the broader media tendency to sensationalize stories of disabled people who achieve greatness despite their impairments, subtly implying that disability itself is something to be conquered.

Gender significantly informs the supercrip narrative in the film, as the athletes reclaim traditional masculine ideals through strength, aggression, and competitiveness. As noted in the blog post “I Am Not Your Supercrip” from Facing Disability, the supercrip trope pressures disabled individuals to perform at an extraordinary level just to be deemed valuable. In Murderball, the athletes are not just celebrated for their athletic achievements but also for embodying a form of masculinity that aligns with able-bodied norms. This portrayal suggests that to be respected as disabled men, they must prove their toughness and dominance, thereby reinforcing both ableist and gendered expectations.

By framing athletic success as both a reclaiming of masculinity and a triumph over disability, Murderball ultimately perpetuates problematic narratives that equate worth with physical strength and determination, rather than recognizing athletes on their own merits.

 

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This work (Gender, Sport, and Social Justice by Kelly McGuire) is free of known copyright restrictions.